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Contents

WJEC GCSE in Spanish

For Teaching from 2009 For Award from 2011

Page

Summary of Assessment 2 Introduction 3 Specification Content 5

Scheme of Assessment 7 Awarding and Reporting 10 Administration of Controlled Assessment 11

Grade Descriptions 14 The Wider Curriculum 16 Grammatical Structures 18

This is a unitised specification: candidates may be entered for separate units at stages during the course. For subject awards from summer 2014, this specification will not be available to centres in England: centres in England will be required to follow the linear version of this specification.

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SPANISH

SUMMARY OF ASSESSMENT

Unit 1: Listening (20%) Written Paper: approx. 35 minutes (F) approx. 45 minutes (H) 40 marks (40 UMS)

Listening Comprehension with non-verbal responses and verbal responses in English/Welsh.

Unit 2: Speaking (30%) Controlled Assessment (untiered) 40 marks (60 UMS)

2 tasks: Structured conversation Presentation and discussion

Unit 3: Reading (20%) Written Paper: 35 minutes (F) 45 minutes (H) 40 marks (40 UMS)

Reading comprehension with non-verbal and verbal responses in English/Welsh.

Unit 4: Writing (30%) Controlled Assessment (untiered) 40 marks (60 UMS)

2 written tasks from different contexts.

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

Entry Code June 2010

June 2011 and each

year thereafter

Subject Option*

Unit 1 4521 01 or W1 (F)

4521 02 or W2 (H)

Unit 2 4522 01 or W1

Unit 3 4523 01 or W1 (F)

4523 02 or W2 (H)

Unit 4 4524 01 or W1

Subject Award 4520 SA or GU

* Option Codes English Medium 01, Welsh Medium W1 - for units

English Medium SA, Welsh Medium GU - for subject award

Qualification Accreditation Numbers 500/4583/0 until 2013 600/5550/9 from 2014

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SPANISH

1 INTRODUCTION

1.1 Rationale The GCSE Spanish specification will naturally enhance the European and global

awareness of candidates. Similarly, opportunities will naturally arise to explore the spiritual, moral, ethical and cultural dimensions of topics studied. Welsh-medium versions of specifications and question papers will be available. Opportunities will be provided for candidates to develop their Key Skills.

1.2 Aims and Learning Outcomes Following a course in GCSE Spanish should encourage students to derive

enjoyment and benefit from language learning, and be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. Learners should recognise that their linguistic knowledge, understanding and skills help them to take their place in a multilingual global society and also provide them with a suitable basis for further study and practical use of the language. The GCSE Spanish specification should prepare learners to make informed decisions about further learning opportunities and career choices.

The GCSE specification in Spanish will enable learners to:

develop understanding of the language in a variety of contexts

develop knowledge of the language and language learning skills

develop the ability to communicate effectively in the language

develop awareness and understanding of countries and communities where the language is spoken.

1.3 Prior Learning and Progression Although there is no specific requirement for prior learning, this specification builds

upon the study of Spanish in Key Stage 3. This specification may be followed by any candidate, irrespective of their gender, ethnic, religious or cultural background. This specification is not age specific and, as such, provides opportunities for candidates to extend their life-long learning.

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1.4 Equality and Fair Assessment

GCSEs often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. The revised GCSE qualification and subject criteria have been reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people.

Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance: Access Arrangements, Reasonable Adjustments and Special Consideration. This document is available on the JCQ website (www.jcq.org.uk). Depending on the severity of the disability, it may not be possible for candidates with speech or hearing impairment to meet the criteria for the assessment of speaking and listening skills. Depending on the degree of the disability, it may not be possible for candidates with visual impairment to meet the criteria for the assessment of reading. Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

1.5 Classification Codes

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 5750. Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

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2 CONTENT

Candidates will be required to :

listen and respond to different types of language

communicate in speech for a variety of purposes

read and respond to different types of written language

communicate in writing for a variety of purposes

use and understand a range of vocabulary and structures

understand and apply the grammar of the language, as detailed in the specification

The content that will be studied will cover the following broad contexts: Personal and Social Life The Local Community The World of Work The Wider World Candidates should be able to use language for the following purposes: to say which languages they speak and how well to greet and address someone appropriately in the language to state whether or not something is understood to ask for something to be repeated to spell and to ask how something is spelt to ask what things are called in the target language to ask someone to speak more slowly to ask for explanation, clarification and help to make apologies to ask if something is correct to initiate a conversation to express agreement or disagreement to state preferences and give reasons to ask permission to do things to complain to ask for and offer help to give and seek opinions Within the broad contexts, the following areas will be included. Personal and social life Self, family, friends, home life, shopping, meals, healthy living, illness and accident, free time, fashion, relationships, future plans.

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Local community Home town, school, education, local environment, pollution, recycling, local facilities, comparisons with other towns and regions, weather and seasons. The world of work Work experience, part-time jobs, future careers, technology (sending messages, accessing information). The wider world Travel and holidays, media, social issues (e,g, life of young people today, homelessness, crime, drugs, healthy living, religion, politics),life in the countries and communities where the language is spoken.

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3 ASSESSMENT

3.1 Scheme of Assessment

Assessment for GCSE Spanish is tiered, i.e. externally assessed components/units are targeted at the grade ranges of A*-D (Higher Tier) and C-G (Foundation Tier). Questions and tasks will be designed to enable candidates to demonstrate what they know, understand and can do. A candidate may enter for one tier only in each component at any particular examination sitting:

Tier Grades Available

Higher A*, A, B, C, D

Foundation C, D, E, F, G

Candidates who narrowly fail to achieve Grade D on the Higher Tier will be awarded Grade E. The scheme of assessment will consist of: External Assessment Listening - Unit 1 The examination, lasting about 35 minutes (+ 5 minutes reading time) at Foundation Level and 45 minutes (+ 5 minutes reading time) at Higher Level, will be designed to allow candidates to show that they are able to understand spoken Spanish in a variety of situations. Each item will be heard twice. Candidates will be allowed five minutes to study the questions before the recording is played. Use will be made of non-verbal responses, such as box ticking, multiple choice and matching and verbal responses in English/Welsh . The listening test may assess, among other things, the comprehension of public announcements, instructions and requests, interviews, news items, short dialogues and monologues such as weather forecasts. No dictionaries will be allowed. Reading - Unit 3 The examination, lasting 35 minutes at Foundation Tier and 45 minutes at Higher Tier, will be designed to allow candidates to show that they are able to understand and respond to written Spanish in different registers and contexts and from different sources. Use will be made of non-verbal responses such as box-ticking, multiple choice and matching and verbal responses in English/Welsh.

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The reading test may assess, among other things, the comprehension of written public notices and signs, magazines or newspaper articles and personal information such as that found in letters, notes, e-mails or messages. No dictionaries will be allowed. Controlled Assessments

Speaking - Unit 2 Candidates may complete controlled assessments at any time during the course. 2 Tasks. They will comprise: Structured conversation Giving a presentation Structured conversation based on the contexts (4-5 minutes) 20 marks. Frameworks for the structured conversation will be provided or centres may create their own frameworks based on the interests of each candidate. Giving a presentation (5-7 minutes) 20 marks. A free choice of topic presented by the candidate (2-3 minutes) followed by discussion of the presentation (3-4 minutes). Tasks will be administered and assessed by the classroom teacher and a sample sent to WJEC for moderation. Exemplar material is provided in the specimen assessment papers. The tasks must be chosen from different contexts. Writing - Unit 4 Candidates may complete controlled assessments at any time during the course. Candidates must complete two tasks, 20 marks each, which may be taken from a task bank provided by WJEC, or may be adapted by the teacher. Candidates must complete all work under direct supervision within one session. Dictionaries will be allowed and candidates will have access to notes which they have prepared prior to the session that will be submitted with their work. Work may be produced by IT but teachers must ensure that there is no access to online grammar and spell checks. The tasks must be chosen from different contexts. All work will be sent to WJEC for marking.

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3.2 Assessment Objectives

Candidates will be required to demonstrate their ability to: AO1 Understand spoken language AO2 Communicate in speech AO3 Understand written language AO4 Communicate in writing The weighting of assessment objectives across examination components is as follows:

AO1 AO2 AO3 AO4 Total

Listening Unit 1

20%

Speaking Unit 2

30%

Reading Unit 3

20%

Writing Unit 4

30%

Total Weighting

20% 30% 20% 30% 100%

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4 AWARDING, REPORTING AND RE-SITTING

GCSE qualifications are reported on an eight point scale from A* to G, where A* is

the highest grade. The attainment of pupils who do not succeed in reaching the lowest possible standard to achieve a grade is recorded as U (unclassified) and they do not receive a certificate.

This is a unitised specification which allows for an element of staged assessment.

At least 40% of the assessment must be taken at the end of the course, to satisfy the requirement for terminal assessment. Units may be re-taken once only (with the better result counting) before aggregation for the subject award.

Results for a unit have a shelf-life limited only by the shelf-life of the specification. A

candidate may retake the whole qualification more than once.

Individual unit results are reported on a uniform mark scale (UMS) with the following grade equivalences:

GRADE MAX. A* A B C D E F G

Units 1 and 3 40 36 32 28 24 20 16 12 8

Units 2 and 4 60 54 48 42 36 30 24 18 12

Subject Award 200 180 160 140 120 100 80 60 40

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5 ADMINISTRATION OF CONTROLLED ASSESSMENT

Regulations for controlled assessment are defined for the three stages of the assessment:

task setting

task taking

task marking For each stage the regulatory authorities have specified a certain level of control to ensure authenticity and reliability. The controlled assessments are untiered and differentiation is by outcome. Speaking Task setting Limited control There is a limited level of control in order to give teachers the freedom and flexibility to devise tasks to suit their students’ interests. WJEC will provide a bank of exemplar tasks (examples may be seen in the specimen assessments booklets) which will be changed every two years. Centres may adapt these tasks to suit the needs of their candidates (suggestions for alternative questions are given in the specimen assessment papers).Centre adaptations must also be changed every two years. Task 1 – Candidates will take part in a structured conversation based on a framework (concept web) linked to one of the contexts. The conversation will last 4-5 minutes. Task 2 – Candidates will give a presentation on a topic of their choice. The presentation will last 2-3 minutes and will be followed by a discussion with the teacher lasting 3-4 minutes. Task taking Medium control Full details of the tasks are provided in the specimen assessment materials booklet. Candidates may have sight of the Structured Conversation task 2 weeks prior to the test and may make notes (brief headings only ). These notes should be handed to the teacher at the end of the test.

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The Presentation task should show evidence of candidate research which may include on – line investigation or study through other relevant media. Candidates are permitted to use brief notes (no more than 30 words in bullet point form) which should be retained by the teacher. A visual stimulus such as a photograph, post card or small object may also be used.

Prior to the task, teachers should discuss the nature of the presentation with the students and offer advice on how to research the topic and advice on the language. No other support should be offered and teachers must not comment on the notes used to support the presentation.

During the assessments, candidates are not allowed access to a dictionary.

The assessments may be completed under informal supervision in the classroom where candidates may work in groups. For assessment purposes, however, candidates must provide an individual response.

Candidates may be assessed on more than one occasion for each task (using different tasks) and may submit the best marks.

Task marking Medium control

Teachers will conduct and assess the oral tasks following the criteria set out in the mark schemes in the specimen assessments booklet.

Candidates will be recorded and a sample (based on numbers in the group and following WJEC guidelines for all subjects) will be sent in May to WJEC for moderation.

Centres must ensure that careful internal standardisation is carried out when there is more than one teacher responsible for marking. Where internal moderation is necessary, the teacher assuming overall responsibility for this process should provide a written outline (which should be sent to the moderator) of the procedures that have been adopted.

Writing

Task setting Limited control

Candidates will be required to produce two pieces of written work from different contexts.

Candidates aiming at grades G-D should produce 200-350 words over the two pieces and candidates aiming at grades C-A* should produce 400-600 words.

There is a limited level of control in order to give teachers the freedom and flexibility to devise tasks to suit their students’ interests. WJEC will provide a bank of exemplar tasks (examples may be seen in the specimen assessments booklet) which will be changed every two years. Centres may adapt these tasks to suit the needs of their candidates (suggestions for alternatives are given in the specimen assessments booklet) or devise their own tasks. These tasks must be changed every two years.

Centres must ensure that tasks they have designed or adapted give candidates the opportunity to gain the highest marks.

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Task Taking High control Full details of the tasks are provided in the specimen assessment materials booklet. Candidates may have sight of the task 2 weeks prior to the test. Preparation prior to assessment may include class notes, textbooks, dictionaries or IT resources and teacher input. Candidates should be encouraged to research the topic and teachers may offer advice on research methodology and advice on the language. No other support should be offered. A proforma will be provided by WJEC where teachers will record the advice given. Each task will be completed during the course of a normal timetabled lesson (45-60 minutes). Candidates will complete all work independently under formal supervision and may access notes (35-40 words in bullet points) which must be submitted at the end of the task. Candidates may use dictionaries and may complete the tasks using IT but teachers must ensure that there is no access to online spell checks and grammar notes. Candidates may be assessed on more than one occasion for each task (using different tasks) and submit the best pieces for marking. Task marking High control The two tasks for each candidate will be submitted to WJEC in May for external marking. Further guidelines on the controlled assessments will be provided at Inset sessions and in the ‘Guidelines for Teachers’ booklet. Authentication of Controlled Assessments Candidates are required to sign that the work submitted is their own and teachers/assessors are required to confirm that the work assessed is solely that of the candidate concerned and was conducted under the required conditions. A copy of the authentication form, which forms part of the cover sheet for each candidate’s work will be provided by WJEC. It is important to note that all candidates are required to sign this form, and not merely those whose work forms part of the sample submitted to the moderator. Malpractice discovered prior to the candidate signing the declaration of authentication need not be reported to WJEC but must be dealt with in accordance with the centre’s internal procedures. Before any work towards the Controlled Assessment is undertaken, the attention of candidates should be drawn to the relevant JCQ Notice to Candidates. This is available on the JCQ website (www.jcq.org.uk) and included in Instructions for Conducting Coursework/Portfolios. More detailed guidance on the prevention of plagiarism is given in Plagiarism in Examinations; Guidance for Teachers/Assessors also available on the JCQ website.

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6 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others.

Grade A

Candidates show understanding of a variety of spoken language that contains some complex language and relates to a range of contexts. They can identify main points, details and points of view and draw simple conclusions.

They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and points of view, and produce extended sequences of speech using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The message is clear but there may be some errors, especially when they use more complex structures.

They show understanding of a variety of written texts relating to a range of contexts. They understand some unfamiliar language and extract meaning from more complex language and extended texts. They can identify main points, extract details, recognise points of view, attitudes and emotions and draw simple conclusions.

They write for different purposes and contexts about real or imaginary subjects. They express and explain ideas and points of view. They use a variety of vocabulary, structures and verb tenses. Their spelling and grammar are generally accurate. The message is clear but there may be some errors, especially when they write more complex sentences.

Grade C

Candidates show understanding of different types of spoken language that contain a variety of structures. The spoken material relates to a range of contexts, including some that may be unfamiliar, and may relate to past and future events. They can identify main points, details and opinions.

They take part in conversations and simple discussions and present information. They express points of view and show an ability to deal with some unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciation and intonation are more accurate than inaccurate. They convey a clear message but there may be some errors.

They show understanding of different types of written texts that contain a variety of structures. The written material relates to a range of contexts, including some that may be unfamiliar and may relate to past and future events. They can identify main points, extract details and recognise opinions.

They write for different contexts that may be real or imaginary. They communicate information and express points of view. They use a variety of structures and may include different tenses or time frames. The style is basic. They convey a clear message but there may be some errors.

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Grade F Candidates show some understanding of simple language spoken clearly that relates to familiar contexts. They can identify main points and extract some details. They take part in simple conversations, present simple information and can express their opinion. They use a limited range of language. Their pronunciation is understandable. There are grammatical inaccuracies but the main points are usually conveyed. They show some understanding of short, simple written texts that relate to familiar contexts. They show limited understanding of unfamiliar language. They can identify main points and some details. They write short texts that relate to familiar contexts. They can express simple opinions. They use simple sentences. The main points are usually conveyed but there are mistakes in spelling and grammar.

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7 THE WIDER CURRICULUM

Key Skills Key Skills are integral to the study of GCSE Spanish and may be assessed through

the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at levels 1 and 2:

Communication

Problem Solving

Information and Communication Technology

Working with Others

Improving Own Learning and Performance Mapping of opportunities for the development of these skills against Key Skills

evidence requirement is provided in 'Exemplification of Key Skills for Spanish', available on WJEC website

Spiritual, moral, ethical, social, legislative, economic and cultural issues

The study of Spanish provides opportunities to promote: - spiritual development, through stimulating candidates' fascination in the

phenomenon of language and the meanings and feelings it can transmit; - moral development, through helping candidates formulate and express

opinions in Spanish about issues of right and wrong; - social development, through exploring different social conventions, such as

forms of address, through developing candidates' ability to communicate with others, particularly speakers of Spanish, in an appropriate, sympathetic and tolerant manner, and through fostering the spirit of co-operation when using Spanish to communicate with other people, whether other learners or native speakers;

- cultural development and understanding of legislative and economic

issues through providing candidates with insights into cultural differences and opportunities to relate these to their own experience and to consider different cultural and linguistic traditions, attitudes and behaviours. Studying all aspects of the target-language country will foster an awareness of legislative and economic issues.

Environmental Issues & Health & Safety Considerations The study of Spanish will help to inculcate in candidates an appreciation of

environmental issues and contribute to candidates' environmental education. Health and Safety considerations will also be raised through the topic areas.

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The European Dimension The study of GCSE Spanish is naturally an integral part of the European dimension,

equipping the workforce of the future with skills appropriate to the global economy. The study of Spanish widens candidates' horizons and increases awareness of the similarities and differences in the two cultures.

Citizenship The study of Spanish will help to develop in candidates a full understanding of their

roles and responsibilities as citizens in a modern democracy within a European context.

Opportunities for use of ICT In order to play a full part in modern society, candidates need to be able to use ICT

confidently and effectively. Opportunities will be provided, particularly in homework assignments, for candidates to demonstrate their use of ICT, through using audio, video and the internet to access and communicate information. The assessments may require candidates to read and respond to ICT based sources. Opportunities will be available for e-assessment.

Curriculum Cymreig Candidates will have opportunities, through the target language, to discuss aspects

of Welsh life and culture.

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8 GRAMMATICAL STRUCTURES

GCSE candidates will be expected to have acquired knowledge and understanding

of Spanish grammar during their course. In the examination they will be required to apply their knowledge and understanding, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required.

SPANISH FOUNDATION TIER

Nouns: gender singular and plural forms Articles: definite and indefinite lo plus adjective (R) Adjectives: agreement position comparative and superlative: regular and mayor, menor, mejor, peor demonstrative (este, ese, aquel) indefinite (cada, otro, todo, mismo, alguno) possessive, short form (mi) possessive, long form (mío) (R) interrogative (cuánto, qué) Adverbs: formation comparative and superlative: regular interrogative (cómo, cuándo, dónde) adverbs of time and place (aquí, allí, ahora, ya) common adverbial phrases Quantifiers/Intensifiers: (muy, bastante, demasiado, poco, mucho) Pronouns: subject object (R) position and order of object pronouns (R) reflexive relative: que relative: quien, lo que (R) disjunctive (conmigo, para mí) demonstrative (éste, ése, aquél, esto, eso, aquello) indefinite (algo, alguien) interrogative (cuál, qué, quién)

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Verbs: regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural modes of address: tú and usted radical-changing verbs negative forms interrogative forms reflexive constructions (se puede, se necesita, se habla) uses of ser and estar tenses: present indicative present continuous preterite imperfect: in weather expressions with estar, hacer imperfect (R) immediate future future (R) perfect: most common verbs only conditional: gustar only in set phrases pluperfect (R) gerund (R) imperative: common forms including negative subjunctive present: (R) in cetain exclamatory phrases (İ Viva!

İDígame!) subjunctive imperfect: quisiera impersonal verbs: most common only Prepositions: common, including personal a por and para Conjunctions: common, including y, pero, o, porque, como, cuando Number, quantity, dates Time: use of desde hace with present tense (R) SPANISH HIGHER TIER All grammar and structures listed for Foundation Tier, plus: Articles: lo plus adjective Adjectives: comparative and superlative possessive, short and long forms (mi, mío) relative (cuyo) Adverbs: comparative and superlative Pronouns: object position and order of object pronouns relative: all other uses including quien, lo que, el que, lo, el cual possessive (el mío, la mía)

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Verbs: tenses: future imperfect imperfect continuous perfect pluperfect conditional passive voice (R) gerund present subjunctive: imperative, affirmation and negation, future

after conjunctions of time (cuando), after verbs of wishing, command, request, emotion, to express purpose (para que)

imperfect subjunctive (R) Time: use of desde hace with present tense use of desde hacía with imperfect tense (R)

LANGUAGE FUNCTIONS

These functions can be defined as what we do with language. For example, we can

use language to assert, question, command, persuade, apologise. The functions contained in this syllabus fall into four main categories:

(a) giving and seeking factual information; (b) attitudes, judgement and evaluation; (c) getting things done; (d) socialising. The examination will be designed to assess how well candidates can perform and

respond to the functions listed below, within the context of the topic areas using the structures and vocabulary specified in the syllabus. Candidates entered for the Higher Tier would demonstrate a wider range of language functions.

The following list contains all the functions which candidates should be able to

understand or express in the examination. (a) Giving and Seeking Factual Information 1. asking for information 2. giving information 3. reporting (including explaining, describing and narrating) 4. correcting 5. stating whether or not you know something or someone 6. finding out whether or not someone knows something or someone.

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(b) Attitudes, Judgement and Evaluation 1. expressing agreement and disagreement 2. inquiring about agreement and disagreement 3. stating whether or not you remember or have forgotten something or

someone 4. finding out whether or not someone remembers or has forgotten

something or someone 5. stating that something is possible or impossible 6. finding out whether something is considered possible or impossible 7. expressing lack of comprehension and/or requesting clarification 8. stating how certain or uncertain you are of something 9. finding out how certain or uncertain others are of something 10. expressing pleasure with, or liking of, something or someone 11. expressing displeasure with, or dislike of, something or someone 12. inquiring about pleasure, liking, displeasure, dislike 13. expressing interest or lack of interest 14. inquiring about interest or lack of interest 15. expressing surprise 16. expressing hope 17. expressing satisfaction or dissatisfaction 18. inquiring about satisfaction or dissatisfaction 19. expressing disappointment 20. expressing fear or worry 21. inquiring about fear or worry 22. expressing preference 23. inquiring about preference 24. expressing gratitude 25. expressing sympathy 26. expressing happiness and unhappiness

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27. apologising and reacting to an apology 28. expressing approval or disapproval 29. inquiring about approval or disapproval 30. expressing appreciation 31. expressing regret 32. expressing indifference 33. accusing or reproaching 34. expressing ability and inability 35. finding out whether or not others can do something. (c) Getting Things Done 1. suggesting a course of action 2. offering to do something 3. asking or inviting someone to do something 4. inviting others to do something 5. asking for advice 6. advising others to do (or not to do) something 7. warning others 8. instructing or directing others to do (or not to do) something 9. stating whether or not something is necessary or compulsory 10. finding out whether or not something is necessary or compulsory 11. giving and seeking permission to do something 12. finding out whether others have permission to do something 13. refusing permission 14. expressing need 15. finding out about need 16. expressing intention 17. inquiring about intention

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18. expressing wish or desire 19. inquiring about wish or desire. (d) Socialising 1. greeting people 2. introducing someone and being introduced 3. taking leave 4. attracting attention 5. congratulating, complimenting 6. offering good wishes.

GENERAL NOTIONS

The notions listed below indicate those which candidates should be able to

understand and express. These contribute to the range of language candidates are

expected to understand and express. Under each main heading, a brief list of

examples is given in order to illustrate the individual notion. In certain sections,

however, where it is considered appropriate, more detailed lists are provided. (a) EXISTENTIAL 1. Existence, non-existence e.g. hay, ser, estar, existir. 2. Presence, absence e.g. hay, estar, ausente, aquí, allí. 3. Availability, non-availability e.g. tener, no tener, quedar. Me quedan 2 minutos. 4. Occurrence, non-occurrence e.g. acontecer, pasar, tener lugar, suceder. 5. Demonstration e.g. este, esta ... he aquí.

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(b) SPACE 1. Location e.g. donde, encontrarse, a la derecha, a fines de, afuera, enfrente de. 2. Distance ¿ Queda lejos ? , estar a‘x’ kms de, lejos de, cerca de, cercano,

lejano. 3. Motion ir, llegar, correr, bajar, subir, por encima de, hacia, adonde, de donde,

todo recto, detenerse. 4. Direction la derecha, la izquierda, todo recto. 5. Origin en, de, de donde, salir, venir. 6. Motion with Person or Thing acompañar, ir, traer, buscar, seguir. 7. Places el lugar, aquí, allí, en alguna parte, la región, la provincia. 8. Dimensions ¿ Qué número calza ? ¿ Qué número lleva ? ¿ Cuánto mide ? venir largo, corto, pequeño,grande, tamaño. centímetro, metro, tener ‘x’ metros de largo. (c) TIME 1. Calendar ¿ Cuándo ? ¿ A cuántos estamos ? ¿ Qué fecha es ? Estamos al ...

Es el ... Days of the week, months of the year, seasons, holidays. 2. Clock

¿A qué hora ? ¿ Qué hora es ? Es la una. Son las dos. A la una. A las

dos.

segundo, minuto, hora, mediodía, media noche, cuarto, media,

menos, en punto, adelantado, atrasado. 3. Point in Time de aquí en 2 semanas hoy, temprano, mañana, pasado mañana, por la mañana, por la

tarde, anoche, a principios de, a mediados de, a fines de, el ...

que viene, al día siguiente, hace x semanas.

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4. Length of Time Units of time as above; el rato, la temporada, ocho/quince días. ¿ Cuánto tiempo ?, dentro de, durar, llevar. 5. Frequency nunca de vez en cuando soler de costumbre sólo, solamente siempre muchas veces 6. Sequence ‘x’ veces por semana primero todos los domingos antes después luego 7. Imminence ir a + infinitive pronto dentro de poco ahora mismo inmediatamente 8. Rapidity a 'x' kms por hora despacio rápido 9. Contemporaneousness al mismo tiempo que a la vez ahora mientras que 10. Begin, Continue, End a partir de empezar (ie) a, seguir + Pres Part hasta (que) terminar.

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11. Change and Permanence ir a + infinitive cambiar hacerse quedar. (d) QUALITIES AND CHARACTERISTICS 1. Size pequeño, grande, largo, corto, número, tamaño. 2. Age ¿ Cuántos años ..... ? Tener ‘x’ años Niño, adulto, joven, moderno, nuevo, viejo. 3. Appearance parecer, bonito, guapo, feo, sucio, limpio. 4. Quantity ¿ cuánto ? el gramo, el kilo, el litro, bastante, mucho, más,

demasiado, poco. 5. Shape cuadrado, en forma de, redondo. 6. Temperature hacer frío, calor, la temperatura, bajo cero. 7. Quality bien, bueno/malo, excelente. 8. Access entrada/salida, cerrado/abierto, libre/ocupado, prohibido/permitido,

vedado, salida. 9. Value barato, caro, la ganga, la oferta, la rebaja. 10. Correctness (no) tener razón, incorrecto, correcto, exacto. 11. Nationality ¿ de dónde ?, el país, ser, inglés ... extranjero, galés.

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12. Facility ayudar, fácil/difícil, impedir, intentar, tratar de. 13. Interest aburrirse, interesante, interesar, dedicarse a, aficionado a. 14. Emotion querer, odiar, contento, triste, deprimido, nervioso, de buen humor,

ansioso, animado. 15. Strength andar bien, mal, ir tirando, débil, fuerte, cansado. 16. Materials de madera, de algodón, de cuero, de lana, metálico, de papel,

plástico, de vidrio.

17. Taste and Smell

el gusto, el olor, el perfume, el sabor, sentir, experimentar, probar,

oler a, saber a.

18. Colour

¿ De qué color ?

19. Personal Characteristics

(des) agradable, simpático, divertido, gracioso, antipático, falso.

20. Degree, Manner

además, bastante, tan + adj, adv, más + adj - que. (e) MENTAL NOTIONS 1. Senses Escuchar, oír, gustar, mirar, ver. 2. Communication preguntar, pedir, decir, hablar, escribir. 3. Expression ¡ Hasta luego ! ¡ estupendo ! ¡ qué bien ! ¡hasta mañana! ¡encantado!

¡ mucho gusto¡

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4. Reflection creer, preguntarse, olvidar, acordarse de que, pensar, opinar. (f) RELATIONS 1. Logical con respecto a, por lo tanto, porque, por consiguiente. 2. Actions recibir, saludar. 3. Question words ¿ cuánto ? ¿ cómo ? ¿ dónde ? ¿ por qué ? ¿ quién ?

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VOCABULARY This Section contains an alphabetical list of the minimum core vocabulary for Foundation Tier. The assessment tasks at Foundation Tier will be based on the minimum core Vocabulary List, but candidates should also expect to encounter unfamiliar vocabulary which may occur in the listening and reading papers. This vocabulary will not be tested. The following will not be included:

easily recognisable cognates

prefixes or suffixes to words already listed

derivatives

words in common use in English

English words in common use in the foreign language

towns, countries and nationalities

numerals and ordinals

days of the week, months of the year and seasons

genders

meanings

plurals

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A a a la derecha a mediados de a la vez a causa de a eso de a fines de a partir de a principios de a veces a pie a orillas de abajo abierto abrazo abrigo abrir abuela abuelo aburrido aburrirse acabar de aceite aceptar acercarse acero acompañar acordarse de acostarse actividad adelante además adentro adicción adicto adiós adonde ¿adónde? aduana adulto aeropuerto afeitarse aficionado a afuera afueras agencia de viajes agradable agradecido agua mineral (con gas/sin gas) agua potable agua ahí ahora

ahorrar aire acondicionado ajedrez ajo al día siguiente al lado de al principio al final de al aire libre albergue juvenil aldea alegre alfombra algo algodón alguien alguno alimentación allí almacén almorzar almuerzo alquilar alrededor de alto alumno/a ama de casa amable amarillo americana amigo/a amor amueblado ancho anciano andar andar mal andar bien andén animado animal antes (de) anoche anteayer antiguo antipático anuncio año apagar aparcamiento aparcar apartamento apellido aperitivo aprender aprobar

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aprovechar aproximadamente aquí árbol armario arreglar arriba arroz arte artículo artista asado ascensor aseos así asiento asignatura asistir a atención aterrizar atraco atrás aun aún aunque ausente autobús autocar autopista autoservicio autostop AVE avenida avión ayer ayudar ayuntamiento azafata azúcar azul

B bacalao bailar bajar bajo bajo cero balcón baloncesto bañador bañarse baño bar barato

barco barra barrio bastante beber bebida biblioteca bicicleta bien bienvenido billete de ida billete de ida y vuelta billete de banco bistec blanco bloque blusa boca bocacalle bocadillo boda bodega bolígrafo bolsa bolso bonito bosque botella brazo brillar broncearse buenas noches buenas tardes bueno buenos días burro buscar butaca buzón

C caballero caballo cabeza cabina telefónica cada cadena caer café cafetería caja caja (de ahorros) cajero automático calamares

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calcetines calefacción central caliente calle calor caluroso calvo calzados cama camarero cambiar cambio camino camión camisa camiseta campesino camping campo canal canción cansado cantar cantina capital cara carne carnet de conducir carnicería caro carretera carta cartera cartero casa casarse casi caso castellano castillo causa cebolla ceder el paso cederom cena cenar centímetro centro centro polideportivo cepillo cerámica cerca de cercano cerdo cero cerrado

cerrar con llave cerrar(se) cerveza césped champiñones chaqueta charcutería cheque de viajero cheque chico/a chocolate chófer chorizo chuleta churro ciclismo ciego cielo cien(to) ciencias cierto cigarrillo cine cinta cinturón (de seguridad) circulación ciruela cita ciudad claro clase cliente clima coche coche cama coche comedor cocido cocina cocina (de gas/de butano) cocinar código postal coger col colchón (de aire) coleccionar colegio colgar coliflor collar color naranja color comedor comenzar comer comestibles comida

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comisaría como ¿cómo? cómodo compañero/a compañía compartir completamente completo comprar compras comprender computadora comunicar con respecto a con mucho gusto con permiso con destino a con concierto conducir conductor confitería conocer consigna contaminación contar contento contestar continuamente continuar contra control de pasaportes copa corazón corbata cordero correcto corregir correo electrónico correos correr correspondiente corrida cortar(se) cortina corto cosa coser costar costumbre creer crema crimen cristal cruce

crucero cruzar cuaderno cuadrado cuadro ¿cuál? cuando ¿cuándo? cuanto (antes) ¿cuánto? cuarto (de baño) cubierto cuchara cuchillo cuenta cuero cuerpo cuidado cuidar cumpleaños cumplir curso cuyo

D

d.n.i. dar un paseo dar una vuelta dar darse prisa datos informativos de de repente de ninguna manera de esta manera de donde ¿de dónde? de vez en cuando de costumbre de acuerdo de nada de prisa de pie de moda de buen humor debajo de deber deberes débil decidir decir dejar caer dejar delante (de) deletrear

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delgado delicioso demás, lo/los/las demasiado dentro de poco dentro (de) dependiente deporte deportista deportivo deprimido derecha desafortunadamente desagradable desayunar desayuno descansar descargar describir descolgar descuento desde desde luego desear despacho despacio despertar(se) después (de) desvío detener(se) detrás (de) devolver día día laborable día de mi santo día de fiesta diario dibujo diccionario diente dieta difícil dígame dinero dios dirección director disco disfrutar diskette distinto diversión divertido divertirse divorciado doblar

doble docena doler dolor domicilio don donde ¿dónde? doña dormir(se) dormitorio drogarse drogadicto drogas ducha ducharse dulce durante durar duro

E

esquina echar echar una carta edad educación efectuar ejército electrotrén elegir embalse empezar empleado empleo empujar en punto en forma de en alguna parte en en medio de en seguida encantado encender encima (de) encontrar(se) encuesta encuestado enfadarse enfermedad enfermera enfermo enfrente (de) enhorabuena ensalada

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enseñar entender entonces entrada entrar entre entregar entremeses entrenarse enviar envolver equipaje equipo equivocarse escalera escribir (a máquina) escuchar escuela español/a especial espectáculo esperar espere un momento espeso esposo/a esquiar esta mañana esta noche está prohibido estación (de autobuses) estación de servicio estadio estancia estanco estar de pie estar de acuerdo estar sentado estar mal estar estar bien este estimado estómago estrecho estrella estudiante estudiar estudio estupendo euro europeo examen experiencia laboral explicar exposición exterior

extranjero extraño

F fábrica fácil falda falso falta faltar familia farmacia fatal fax fecha Felices Pascuas felicidades feliz feo feria ferrocarril fiebre fiesta fíjate fijo filete fin (de semana) final firma física flan flor folleto fondo forma foto frase fregar (los platos) fresa fresco frío frito frontera fruta frutería fuego fuente fuera de servicio fuera (de) fuerte fumar funcionar

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G gafas (de sol) galleta gambas ganar ganga garaje gas gaseosa gasolina gastar gato generalmente gente gerente giro postal gobierno gol gordo gracias gracioso grado gramo grande grandes almacenes granja gratis gratuito gris gritar guapo guardar guardarropa Guardia Civil guerra guía guía telefónica gustar gusto

H haber habitación hablar hace hace poco hacer(se) hacer calor hacer falta hacer frío hacer preguntas hacerse

hacia hallar(se) haba habitante helado herido/a hermano/a hermoso hielo hierba hijo/a hogar hola hombre (de negocios) horario horchata hostal hoy huevo hambre hasta hasta la vista hasta luego hasta mañana hay hay que hecho hora

I i.v.a. idea ideal idioma iglesia igual igualmente imbécil impermeable importar impresora impuesto incendio incluido incómodo incorrecto indicar individual industria información informática ingeniero inmediatamente inmenso

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instituto intentar intercambio internauta interés interesar interior Internet interurbano invitado inyectarse inyección ir ir de paseo, de compras, de vacación isla izquierda

J jabón jamás jamón jardín jarra jefe jerez jersey joven jugo de fruta judías verdes juego jugar (a) junto a juntos justo

K kilo kilómetro kiosco

L lado lago lana lápiz largo lástima lavabo

lavar(se) leche lechuga leer legumbres lejano lejos (de) lengua lento letra levantar(se) libre libro (de reclamaciones) ligero limón limpiar limpio línea (aérea) lista listo litro llamar llamar por teléfono llave llegada llegar llenar llevar llevar retraso llover lluvia luego lugar luna lámpara langosta largo recorrido lata lavadora (automática) lavaplatos lección libra liga liquidación llamada telefónica lleno llorar localidad loco luz

M madera madre

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madrugada magnetófono mal maleta malo mamá mandar manera mano mantener(se) mantequilla manzana mañana mapa máquina de escribir máquina (de afeitar/fotográfica) mar maravilloso marcar marchar(se) marido mariscos marrón más matar matrimonio mayor mayoría mecanografía media hora media pensión medianoche medias medicina médico medio/a mediodía medir mejor melocotón menor menos mensaje mercado merendar merienda merluza mermelada mes mesa metro miedo miembro mientras minuto mirar

misa mismo mitad mixto modo moda mojar(se) molestar momento moneda montaña montar (a caballo) moreno morir mosca mostrador mostrar motivo moto motor mozo muchacho/a muchas gracias muchas veces muchedumbre mucho menos mucho más mucho mucho gusto muebles muerte muerto mujer multa mundo museo muy muy bien

N nacer nacimiento nada nadar nadie naranja naranjada nata natación natural navegar por la red Navidad necesario necesitar

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negro neumático nevar nevera ni ... ni ... niebla nieve ninguno niño/a no noche Nochebuena Nochevieja nombre normalmente norte nota noticias novio/a nube nuevo número nunca

O o > u obligatorio objeto obra obrero obtener ocupado ocupar ocurrir odiar oeste oferta oficina de objetos perdidos oficina de correos oficina (de turismo) ofrecer oiga oír ojo oler a olor olvidarse de operación opinar ordenador orilla oro oscuro otra vez

otro oveja oye

P padre padres paella pagar página web país pájaro palabra palacio pálido pan panadería pantalla pantalones pañuelo papá papel papel higiénico paquete par para parada parador paraguas parar(se) parecer parecido pared pareja pariente parque (de atracciones/infantil) parte particular partido partir pasado mañana pasajero pasar (la aspiradora) pasarlo bien pasatiempo Pascua pasear(se) paseo pasillo paso para peatones pasta de dientes pastel pastilla patata

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patio patrón peatón pedazo pedir peinarse peine película peligro peligroso pelo pelota peluquería pena pendiente pensar pensión peor pequeño pera perder perderse pérdida perdón perdona/e perezoso perfectamente perfume periódico permiso permiso (de conducir) permitir pero perro persona pesado pesar pescado peseta pie piedra pijama pila pinchazo piña pisar piscina piso pista pizarra planchar plano planta (baja) plástico plata plátano

plato platos combinados playa plaza (de toros) pobre pobreza pocas veces poco poder policía política político pollo poner(se) por ejemplo por todas partes por lo menos por la noche por fin por supuesto por ciento por lo tanto por por la mañana por lo general por eso por favor porque ¿por qué? portero posible postal postre practicar práctico precio precioso preferir pregunta preguntar preguntarse prensa premio (gordo) preocupado preocuparse preparar presentar prestar primero primera clase primo principal principio prisa probar problema

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procedente de producir profesión profesional profesor profundo programa prohibido prohibir prometer pronóstico pronto propietario propina propio proponer proteger protección provincia próximo prueba público pueblo puente puerta puerto puesto puro

Q

¡qué bien! ¿qué hay? ¿qué tal? ¡qué va! que que viene ¿qué? quedar(se) querer querer decir queso quien ¿quién? quitar(se) quizá querido química quiosco

R

ración radio ranura

rápidamente rápido raro ratero rato ratón ratos libres razón rebajas recibir recibo reciente(mente) recomendar recordar recreo recto recuerdo red redondo refugiarse refugio refresco regalar regalo régimen región regla reír(se) religión rellenar reloj RENFE reparar repetir reportaje reservar resfriado residencia restaurante retraso retrete reunión revisor revista rico riesgo río robar rogar rojo romper ropa ropa (interior) rosa roto rubio

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rueda ruido ruidoso

S sábana saber saber a sabor sacar sacar fotos saco (de dormir) sal sala de juegos sala (de espera/de fiestas) salario salchicha salida salir salón salud saludar sano saludo santo satisfecho sección seco secretaria sed seguir según segundo segunda clase seguridad social seguro selección sello semáforo semana semanal Semana Santa sencillo sentado sentarse sentir(se) señal señas señor señores/señoras señorita ser serio servicio

servicio militar servicios servilleta servir sequía sesión si sí sida sidra siempre sierra siesta siglo significar silbar silencio silla sillón simpático sin duda sin embargo sin hogar sin sin/domicilio fijo/hogar fijo sino sitio situado sobre(todo) sobresaliente sobrino socio sol solamente soler solo sólo soltero/a sombra sombrero sondeo sonreírse sopa sorpresa subir sucio suelo sueño suerte súper supermercado suplemento sur suspender

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T taberna tal vez tal(es) TALGO taller también tamaño tampoco tan (como) tanto (como) tanto tapa taquigrafía taquilla tardar tarde tarifa (de precios) tarjeta (de crédito) tarjeta telefońica tarjeta postal tarta taxi taza té teatro tebeo teclado tele telefonear teléfono telenovela televisión televisor temperatura temporada temprano tenedor tener calor tener éxito tener frío tener x años tener tener miedo tener razón tener que tener lugar tener hambre tener sed tener prisa TER Tercer Mundo tercero terminar

ternera terraza textear tiempo tienda tierra timbre tímido tinto tío/a tipo tirar(se) toalla tocadiscos tocador tocar todavía todo todo derecho todo recto todo el mundo tomar el sol tomar (algo) tomate tonto torcer tormenta toro tortilla tostada tostarse total toxicómano toxicomanía trabajador trabajar trabajo trabajos manuales traer traje (de baño) tranquilo tránsito tranvía tratar de tren trimestre triste trozo trucha turista

U último único

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uniforme universidad urgente usar útil utilizar uva

V vaca vacaciones vacío vado permanente vagabundo vale valer valle vaqueros varios vaso vecino vegetariano vela velocidad vender venir venta ventana ventanilla ver verdad verdadero verde verduras vestíbulo vestido vestirse vez vía viajar viaje

viajero vida video juegos viejo viento Viernes Santo vinagre vino visita visitar vista vivir volar volver voz vuelo vuelta

W wáter windsurf

Y y > e ya yogur

Z zapato zona (azul) zanahoria zumo

GCSE Spanish – New Unitised Specification/JD 15 June 2012